ABSTRACT
At an early stage in my career as a lecturer using group methods, a psychologist I worked with commented that he had no sense of the theoretical framework I was drawing on. This indicated a fundamental difference in the ways in which we each applied theories about groups to our educational practice. The difference was that whereas his interpretations were based on a single coherent set of ideas – a psychoanalytic framework with which his observations and actions were totally consistent – I looked to a number of frameworks, including the one he worked from.
